What are we educating for? Education policymaking in England

What are we educating for?

Education represents no less than our vision of society, and the people in it. It represents values. How education policy is made tells us about whose values are prioritised, what sources of...

Exploring Ghanaian lecturers’ engagement experiences in hybrid learning environments during the Covid-19 pandemic

Lecturers teaching in Ghanaian public universities have never had their pedagogical skills and competencies more tested than during teaching online during the Covid-19 pandemic. Prior to the...

Designing more robust experiments to improve education research

Meta-analyses can play an important role in educational research. Aggregating results from different, but comparable studies, to demonstrate average effect sizes can be highly informative....

Initial teacher education: Are we missing something?

Initial teacher education (ITE) has increasingly come under public and political scrutiny in several countries due to a growing focus on competitive international rankings (Douglas-Gardner &...

Holding the space for professional learning

The professional learning of teachers and school leaders occurs in multiple spaces and potentially throughout their careers. Professional learning matters because it creates opportunities for...

‘Just say something!’

As schools and colleges resume after the summer holiday, one issue is certain. With a child bereaved of a parent every 22 minutes in the UK, many teachers will be faced with supporting a grieving...

Positionality and practitioner research: Schoolteachers’ experiences of professional doctorates in education

Introduction The growth, internationally, in professional doctorates over the past 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace....

Maybe they should all be cats? Designing a persuasive game for teacher recruitment

The teaching workforce is looking increasingly unsettled, in a time when schools and students most need stability. The exigent nature of STEM teacher recruitment in England is hard to miss, with...

GCSEs and test anxiety: Exploring secondary teachers’ perspectives

The government took the next step in getting back to ‘normal’ in 2023, as students in England sat examinations subject to pre-pandemic assessment routines for the first time. In so doing, the...

Anti-racism as care in initial teacher education: A personal view from a teacher turned early career researcher

The seeds of frustration were sewn during my PGCE training year. If left unresolved, frustration can develop into anger. It is this anger which I now use as motivation to contribute to improving...

A Hong Kong school music education perspective

Arts for All: Exploring inclusivity in arts education

The context: Understanding inclusivity in Hong Kong In Hong Kong, inclusivity is not just a policy, but a way of delivering special education that embraces individual differences and celebrates...

How do English language teachers adapt to the growing linguistic diversity in their classrooms?

What are English as Second Language and English as Foreign Language teachers’ beliefs concerning multilingualism? And how do they adapt their teaching to take into account students’ diverse...